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- SECOND SECON D
EDITION
S E C O N D E D I T I O N
Write
How to EDITION
a Thesis
How to
How to Write a Thesis provides a down-to- Praise for this edition:
Write a Thesis
earth guide to help students shape their
“This book has filled a huge
theses. It offers valuable advice as well as
practical tips and techniques, incorporating
gap in the market…Using
useful boxed summaries and checklists to help wonderful examples, this
students stay on track or regain their way. book will not only help
The book is the culmination of many years of students build up a writer's
work with postgraduates and academics and ‘toolbox’, but will also build
covers all aspects of the research, writing and
confidence and empower
editing involved in the process of successfully
completing a thesis. thesis writers.”
PROFESSOR WILLIAM J. KERR,
In this book, the author moves beyond the
Department of Pure and
basics of thesis writing, introducing practical
Applied Chemistry, WestCHEM,
writing techniques such as freewriting,
University of Strathclyde
generative writing and binge writing. This
edition now deals with the range of different
doctorates on offer and integrates more Praise for the previous
examples of thesis writing. Building on the
success of the evidence-based approach used
in the first edition, there is also new
edition:
“Rowena Murray's down to
Rowena Murray
earth approach both
coverage of Masters theses and undergraduate
research projects, along with outlines of recognises and relieves
useful generic structures for social science some of the agony of
Write
and humanities projects. writing a PhD. The advice in
How to Write a Thesis is the most grounded
guide available to students on the
practicalities surrounding thesis writing and
this book is both practical
and motivational;
sometimes it's ‘PhD-saving’
Murray How to
should be recommended reading for, and by, too.”
all supervisors.
DR CHRISTINE SINCLAIR,
Lecturer in the Centre for
a Thesis
Rowena Murray is a Reader in the Department of Educational
Academic Practice and
and Professional Studies at the University of Strathclyde. She has
Learning Enhancement at the
developed a Thesis Writing course, runs consultancies on Writing University of Strathclyde
for Publication, and has published books on many aspects of
academic writing. She is also the author of How to Survive your
Viva (Open University Press 2003) and Writing for Academic
Journals (Open University Press 2004).
Cover design Hybert Design • www.hybertdesign.com
www.openup.co.uk
- How to Write a Thesis
SECOND EDITION
- How to Write
a Thesis
SECOND EDITION
Rowena Murray
Open University Press
- Open University Press
McGraw-Hill Education
McGraw-Hill House
Shoppenhangers Road
Maidenhead
Berkshire
England
SL6 2QL
email: enquiries@openup.co.uk
world wide web: www.openup.co.uk
and Two Penn Plaza, New York, NY 10121-2289, USA
First published 2002
Copyright © Rowena Murray 2006
All rights reserved. Except for the quotation of short passages for the
purposes of criticism and review, no part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any form,
or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the publisher or a
licence from the Copyright Licensing Agency Limited. Details of such
licences (for reprographic reproduction) may be obtained from the
Copyright Licensing Agency Ltd of 90 Tottenham Court Road,
London, W1T 4LP.
A catalogue record of this book is available from the British Library
ISBN-10: 0 335 21968 3
ISBN-13: 978 0 335 21968 1
Library of Congress Cataloging-in-Publication Data
CIP data applied for
Typeset by RefineCatch Limited, Bungay, Suffolk
Printed in Poland by OZ Graf. S.A.
www.polskabook.pl
- This book is dedicated to
Jimmy Walker
And to anyone who’s thinking about writing a thesis out of irrepressible
enthusiasm for a subject – do it!
Chapter 8 is for Morag.
- Contents
Preface to the first edition xiii
Preface to the second edition xv
Acknowledgements xvi
Overview xvii
Introduction: How to write 1000 words an hour 1
The need for this book 1
What the students say 3
A writer’s ‘toolbox’ 5
Principles of academic writing 11
The literature on writing 12
Disciplinary differences 14
Thinking about structure 18
Prompts 19
Enabling student writing 20
Writing in a second language 21
Grammar, punctuation, spelling 22
Goal setting 24
Lifelong learning 27
Audience and purpose 29
Timetable for writing 29
Checklist: defining the writing task 30
1 Thinking about writing a thesis 31
Doctorate or masters? 31
What is a doctorate? 32
New routes to the PhD 35
Why are you doing a doctorate? 36
Internal and external drivers 37
PhD or professional doctorate? 38
Full-time or part-time? 41
What will you use writing for? 42
Regulations 43
How will it look on the page? 46
- viii CONTENTS
Demystification: codes and guides 47
How will my thesis be assessed? 53
What are the criteria? 54
Defining ‘originality’ 58
What is the reader looking for? 60
IT processes and needs 64
Reasons for not writing 67
Peer discussion and support 67
Your first meeting with your supervisor 68
Questions for reflection 70
Prompts for discussion 70
Writing timetable 70
Checklist: pre-planning 72
2 Starting to write 73
Can’t it wait till later? 74
Audiences and purposes 75
Primary audience 75
Secondary audience 76
Immediate audience 77
The role of the supervisor 78
A common language for talking about writing 82
Writing to prompts 86
Freewriting 87
Generative writing 99
Checklist: starting to write 102
3 Seeking structure 103
Revising your proposal 104
Outlining 105
Finding a thesis 107
Writing a literature review 108
Plagiarism 121
Designing a thesis 123
‘Writing in layers’ 125
Writing locations 127
Writing times 128
Checklist: seeking structure 129
- CONTENTS ix
4 The first milestone 130
First writing milestone 131
The first-year report 131
From notes to draft 132
Dialogue 135
Monitoring 137
Pressure 138
What is progress? 139
Work-in-progress writing 140
A writers’ group 147
Checklist: the first milestone 154
5 Becoming a serial writer 155
What is a serial writer? 156
Scaffolding for an argument 157
Paragraph structure 157
Introductory paragraphs 161
Writing about the method(s) 163
Study buddy 165
Regular writing 166
Problems with writing 167
Writer’s block 168
Incremental writing 176
Writing binges 176
Developing a writing strategy 178
Checklist: becoming a serial writer 179
6 Creating closure 180
What is closure? 180
Interim closure 182
Don’t put it off any longer 183
Research journal 184
Writing habits 190
Halfway point 192
Brown’s eight questions 194
Pulling it all together 196
A design for writing 197
Frustration 197
Writing conclusions 198
Checklist: creating closure 203
- x CONTENTS
7 Fear and loathing: revising 204
Why ‘fear and loathing?’ 205
Repetition 206
Forecasting 207
Signalling 208
Signposting 209
Conceptualizing and reconceptualizing 209
Managing your editor 212
End of the second phase 215
Look back to the proposal 215
Checklist: revising 216
8 It is never too late to start 217
Step 1Take stock 221
Step 2Start writing 222
Step 3Outline your thesis 224
Step 4Make up a programme of writing 227
Step 5Communicate with your supervisor(s) 230
Step 6Outline each chapter 231
Step 7Write regularly 232
Does the fast-track mode work? 233
Step 8 Revise 234
Step 9 Pull it all together 235
Step 10 Do final tasks 235
9 The last 385 yards 237
The marathon 238
‘Done-ness is all’ 239
Concentrated writing phase 239
Well-being 240
Peer support 241
Discussion chapter 242
New goal 243
Style tips 244
Finishing 245
Enough is enough 245
It is good enough 247
You have made a contribution 248
Convince your reader 248
‘Polish’ the text 249
Motivation 250
Presentation of final copy 250
Timetable for writing 251
Checklist: polishing 253
- CONTENTS xi
10 After the thesis examination: more writing? 254
More writing? 256
What is a viva? 256
Pre-viva 261
Defining tasks 263
Talking about your writing 265
Practice 267
Anticipate the questions 268
Mock viva 273
Fear 273
The external examiner 275
During the viva 277
Post-viva 281
Endurance 282
Revisions and corrections 282
Anti-climax 283
Is there life after a thesis? 283
Was it really worth it? 284
Recovering 284
Getting your thesis published 285
Audience and purpose (again) 285
Looking for topics 288
The end 289
Checklist: before and after the viva 289
Bibliography 291
Index 299
- Preface to the first edition
In 1995 I wrote a personal statement about my motivation to teach and
write about thesis writing. The urge to write this book originated in my own
experiences as a student in Scotland, Germany and the USA:
As a graduate of a Scottish university I made a deliberate choice to enter
a PhD programme in what is often disparagingly referred to as ‘the
American system’, as if there were only one system in the USA. As a
‘graduate student’ in the English Department of the Pennsylvania State
University I had the opportunity to take courses, and be examined, on
research methods, two foreign languages, a theory course, three years of
course work (before starting a thesis, a major piece of original research,
on a par with PhD theses in the UK system, a fact which will surprise
some academics), with teacher training for higher education, mentoring,
observations and evaluations of my own teaching . . .
On my return to the UK in 1984, I felt strongly that there was a need, in
the UK system, for postgraduate training of some sort. There was also
demand for such training among students; when I offered a thesis writing
course at Strathclyde University in 1985 it proved very popular . . . we
now have a programme of . . . courses for postgraduates. Some faculties
and departments now offer customised induction courses for novice
researchers . . . So things are improving.
Yet writing is still neglected; there is often no writing instruction, creat-
ing problems for those students who have never done much writing or, if
they have, have not done so on the scale of the PhD.
(Lowe and Murray 1995: 78–9)
In addition, having read many other books on ‘writing a thesis’, it seemed to
me that there was still room for a book that covered the whole writing process.
More recent motivation was provided by students in my writers’ groups who
demanded that I finish this book in time for them use it. Unfortunately, that
was not feasible for all of them, for which, having raised their expectations, I
apologize. Fortunately, some were able to read drafts of my chapters and their
comments improved this book immensely. For that I thank them sincerely.
You have made this a better book.
Finally, ‘Will supervisors read this book?’ I cannot count the number of
times I was asked this question by those – students and supervisors – who
- xiv PREFACE TO THE FIRST EDITION
discussed this book with me and read my draft chapters. The question implies
that my exploration of the whole thesis writing process could help super-
visors, or, as one student put it, ‘Supervisors need to know this stuff too.’ While
this book is targeted at thesis writers, I recommend that supervisors read it
too. Throughout the book I identify topics for student–supervisor discussions,
in the hope that this will lead to more – and more explicit – discussions of
writing. It is my sincere wish that this will improve the experience of thesis
writing for both writers and supervisors.
- Preface to the second edition
In evaluations, unsolicited emails and narratives of their experiences, doctoral
and masters students tell me that the first edition helped them get started and
complete their theses. For example, one supervisor told me that she knew
some students who were writing a ‘page 98 paper’, using prompts in a box on
page 98 of the first edition (page 104 in this edition) to draft papers at an early
stage in their projects.
However, some students and reviewers requested new material, and I have
added this for the second edition: new examples of different sections of a
thesis and further definition of features of thesis writing.
Two important topics covered in Chapter 10 – the examination of the thesis
and publishing from the thesis – are retained here, and are covered in more
detail in my two other books: How to Survive Your Viva (2003) and Writing for
Academic Journals (2005).
- Acknowledgements
I would like to thank my editors at Open University Press and the reviewers of
the first edition. I must also thank those who advised on the first edition: Liz
McFarlan, Gilbert MacKay, Graeme Martin, Professor Portwood, Beth McKay,
Pavel Albores, Lorna Gillies, Veronica Martinez, Betsy Pudliner and Alan
Runcie.
Chris Carpenter, Carolyn Choudhary, Ellie Hamilton and Enkhjarkhlan
Tseyen gave me important insights for the second edition.
Dr Morag Thow provided support, insight and humour.
- Overview
Different chapters are constructed in different ways: for example, Chapters 1
and 2 are long and discursive, teasing out ambiguities and subtleties in thesis
writing, in order to demystify the thesis writing process, while Chapter 8 is
much more compact. It lists steps in a concentrated writing process and has
checklists and tasks instead of definitions and explanations. It is also more
directive in style.
The Introduction, ‘How to write 1000 words an hour’, sets out the theory,
practice and assumptions that underpin the approaches to writing proposed in
this book.
Chapter 1 helps you think your way into the thesis writing role.
Chapter 2 has strategies to start writing right away: writing before you ‘have
something to say’, using freewriting and generative writing.
Chapter 3 is about bringing structure to your writing. A thesis has conven-
tions you can use to shape and progress your thinking and writing.
Chapter 4 marks the first major milestone in writing a thesis: the end of the
first phase. Reporting on your work and gauging your progress is the priority at
this stage.
Chapter 5 has strategies for regular, incremental writing, for getting into the
writing habit. A writers’ group is one example.
Chapter 6 marks the halfway point in the writing of your thesis: time to
move on to drafting chapters.
‘Fear and loathing’ were suggested for the title of Chapter 7 by a student
who had recently completed his thesis, because they convey the frustration
of constant refinements to text. Selected strategies for revising are provided
here.
Chapter 8 is either the introduction to the last phase or the condensed
version of the whole process, depending on your progress with your thesis.
This chapter shows how to pack all the writing into one full-time year or two
part-time years.
Chapter 9 covers ways of making your thesis ‘good enough’ – knowing it can
still be improved – and defining what that means in terms of your thesis.
Chapter 10 covers ways of talking about your writing convincingly – during
the viva, the examination of your thesis, with suggestions for managing final
revisions and publishing from your thesis.
These chapters are arranged to guide you through the thesis writing
process, from start to finish, but you can use the techniques described
- xviii OVERVIEW
at different phases of thesis writing. Use the contents page initially to get
an overview of the whole process and then strategically to locate writing
problems or challenges that you face at any given time.
- Introduction:
How to write 1000
words an hour
The need for this book • What the students say • A writer’s ‘toolbox’
• Principles of academic writing • The literature on writing • Disciplinary
differences • Thinking about structure • Prompts • Enabling student
writing • Writing in a second language • Grammar, punctuation, spelling
• Goal setting • Lifelong learning • Audience and purpose • Timetable for
writing • Checklist: defining the writing task
The need for this book
This introduction unpacks the theories and assumptions that underpin this
book. It brings together what might seem to be a disparate collection of topics,
all of which can impact on your thesis writing. The aim is to help you under-
stand the context for your writing – an important first step in any writing
project – and to learn from the literature on academic writing.
Although there is abundant research on writing it has not been fully
integrated into the research process:
. . . what knowledge there is concerning the actual PhD process is scant.
(Hockey 1994: 177)
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